CoastMetro-Regional-Standards-for-Performance-Task- in-Science

Coast Metro Regional Standards for Performance Tasks in Science, Grades K-6DRAFT June 2009

Copyright notice No part of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution or transmission without the prior written consent of the Coast Metro Consortium. Proprietary notice This document contains information that is proprietary and confidential to the Coast Metro Consortium. Any reproduction, disclosure or other use of this document is expressly prohibited except as the Coast Metro Consortium may authorize in writing. Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes within British Columbia and the Yukon, is granted to all staff of BC school board trustees, including teachers and administrators.

Contents

Table of ContentsAbout the Coast Metro Consortium Science Project The development process Acknowledgements About the Draft Coast Metro Regional Standards for Performance Tasks in Science, Grades 1-6 Relationship to BC Performance Standards Levels of student performance Using the regional standards Aspects of Science Key components Science in Kindergarten Performance Assessment of Science in Kindergarten Life Science: Characteristics of Living Things Sample Task: Local Finds Chart Physical Science: Properties of Objects and Materials Sample Task: Mystery Boxes Chart Earth and Space Science: Surroundings Sample Task: Winter Walk Chart Science in Grade 1 Life Science: Needs of Living Things Rating Scale Chart Sample Task: Design a Habitat for a Slug Physical Science: Force and Motion Rating Scale Chart Sample Task: Classify Magnetic Effects Earth and Space Science: Daily and Seasonal Changes Rating Scale Chart Sample Task: Identify Aboriginal Seasonal Activities Science in Grade 2 Life Science: Animal Growth and Changes Rating Scale Chart Sample Task: Identify the Similarities and Differences Between Bats and Birds

Physical Science: Properties of Matter Rating Scale Chart Sample Task: Observe States of Matter of Water in Puddles Earth and Space Science: Air, Water, and Soil Rating Scale Chart Sample Task: Observe Soil Samples Science in Grade 3 Life Science: Plant Growth and Changes To come Physical Science: Materials and Structures Rating Scale Chart Sample Task: Build a Bridge for a Hot Wheels Car Earth and Space Science: Stars and Planets Rating Scale Chart Sample Task: Ask Questions of Aboriginal Elders Science in Grade 4 Life Science: Habitats and Communities Rating Scale Chart Sample Task: Impact of Human Choice on the Environment Physical Science: Light and Sound Rating Scale Chart Sample Task: Create a Sound Device Earth and Space Science: Weather Rating Scale Chart Sample Task: Measure Temperature Science in Grade 5 Life Science: Human Body Rating scale Chart Sample task: Test Your Reflexes Physical Science: Forces and Simple Machines Rating scale Chart Sample task: Design an Experiment Earth and Space Science: Renewable and Non-Renewable Resources To come

Grade 6 Life Science: Diversity of Life Rating scale Chart Sample task: Adaptations to Biotic and Abiotic Factors in the Environment Physical Science: Electricity Rating scale Chart Sample task: Dim the Light Earth and Space Science: Exploration of Extreme Environments Rating scale Chart Sample task: Saving the Penguin Eggs Invitation to participate in the project Instructions and contact information Task write-up template Appendices Appendix 1: Characteristics of performance tasks Appendix 2: Attributes and Dispositions Appendix 3: Making Connections

About the Coast Metro Consortium Science ProjectThe Development ProcessThe seeds for Coast Metro Consortium Science Project initiative were sown in 2004 at a Coast Metro Consortium meeting when Delta and Richmond volunteered to be the lead districts in developing performance standards to support the new elementary science curriculum. It was decided that the goals of this work would be: to facilitate excellence in science instruction to promote inquiry-based learning through collaboration to develop science literacy to support assessment for learning The project has focused on building capacity for the thoughtful and meaningful teaching of science in classrooms, including attention to the ways of knowing and doing in the discipline of science, fidelity to the prescribed curriculum, opportunities for students to do hands-on, minds-on science, the development of performance tasks, and formative assessment. This has been a four-year journey with seven school districts beginning with 39 teachers across grades 1 to 6 and expanding to 53 teachers across Grade 1 to 9. During the 2008-09 school year, grade teams from participating school districts produced a draft document for grades 1-6 for response and feedback from teachers across the province. At the same time, they continued to explore their teaching practice in science and developed performance tasks. It is anticipated that a draft document for grades 7-9 will be available for response and review in the 2009-2010 school year. The Coast Metro Regional Standards for Performance Tasks in Science describe the professional judgments of participating Lower Mainland educators about standards and expectations in science. They are intended as a resource to support ongoing instruction and assessment. They emphasize criterionreferenced assessment in which students performance is compared to explicit criteria. The standards enable teachers, students, and parents to compare student performance to regional standards. The standards focus exclusively on performance assessment, where students are asked to apply the science skills and processes they have developed to complete hands-on tasks. Additional information on the characteristics of performance tasks can be found in Appendix 1.

AcknowledgmentsThis project has been made possible through the vision of the Delta and Richmond School Districts the financial support of the Coast Metro Consortium and nine participating school districts the leadership, expertise, and facilitation of Anita Chapman the leadership of the Start-Up Advisory Team the support of the Coast Metro District Leaders the hard work of the educators on the Grade Teams the ministry for sharing the revised front matter for the BC Performance StandardsStartup Advisory Team Wendy Lim, District Administrator Susan Tse, Teacher Consultant Janice Novakowski, Curriculum Coordinator Judith Kootte, Curriculum Coordinator Susan Martin, District Principal Dean Eichorn, Teacher Consultant May Wong, Teacher Consultant Marie Brewer, District Principal Anita Chapman, Project Facilitator School District #38 (Richmond) School District #38 (Richmond) School District #38 (Richmond) School District #38 (Richmond) School District #37 (Delta) School District #37 (Delta) School District #37 (Delta) School District #44 (North Vancouver) Consultant

with recent additional Advisory Team members: Judy Marshall, District Principal School District #37 (Delta) Favian Yee, Teacher Consultant School District #37 (Delta) Rosalind Poon, Teacher Consultant School District #38 (Richmond) Coast Metro District Leaders Maureen Dockendorf, Assistant Superintendent School District #43 (Coquitlam) Steve Cardwell, Superintendent School District #37 (Delta) Bruce Beairsto, Superintendent School District #38 (Richmond) Kathy Champion, Director of Instruction School District #38 (Richmond) Val Overgaard, Associate Superintendent School District #39 (Vancouver) Alasdair MacKinnon, Director of Instruction School District #36 (Surrey) Pat Horstead, Director of Instruction School District #36 (Surrey) Magy Odofer, District Principal School District #48 (Sea to Sky) Suzanne Hoffman, District Principal School District #35 (Langley) Grade 1 Team Janice Novakowski, Team Leader Linda Araki Michelle Hikida Lisa Schwartz Dee-Ann Wozney Grade 2 Team Selina Millar, Team Leader Patricia Bowers School District #38 (Richmond) School District #38 (Richmond) School District #38 (Richmond) School District #38 (Richmond) School District #38 (Richmond) School District #36 (Surrey) School District #36 (Surrey)

Dave Ellis Dorothy Goodison Gail Hayes Kirsten Rehnby Mary-Ellen Stewart Tammy Stubbings Grade 3 Team May Wong, Team Leader Sharron Cooke Candace Donaldson Fiona Gray Jan Kroeker Ellen Martin Vanessa Morell Leonard Pawer Doug Roch Jacquie Schrier Kevin Tozer Grade 4 Team Jason Hewlett, Team Leader Andrea Mueller, Team Leader Dario Demetlika Kirk Deutschmann Dave King Dawn Lessoway Terry Lindburg John Pringle Rob Seath Theo Towler Grade 5 Team Diane Chretien, Team Leader Dawn Holden, Team Leader Carolyn Johnson, Team Leader Dianne Chretien Angela Davidson Maureen Paterson Kyla Regehr Karen Walsh Grade 6 Team Don Gordon, Team Leader Eric Jones, Team Leader Rob Sidley, Team Leader Susan Tse, Team Leader Terry Borsoff Heather Briske Lorrie Burnham Merle Cuthbert

School District #36 (Surrey) School District #39 (Vancouver) School District #36 (Surrey) School District #36 (Surrey) School District #36 (Surrey) School District #36 (Surrey) School District #37 (Delta) School District #38 (Richmond) School District #36 (Surrey) School District #37 (Delta) School District #37 (Delta) School District #37 (Delta) School District #37 (Delta) School District #38 (Richmond) School District #37 (Delta) School District #37 (Delta) School District #44 (North Vancouver) School District #43 (Coquitlam) Consultant School District #43 (Coquitlam) School District #43 (Coquitlam) School District #43 (Coquitlam) School District #38 (Richmond) School District #43 (Coquitlam) School District #43 (Coquitlam) School District #43 (Coquitlam) School District #43 (Coquitlam) School District #35 (Langley) School District #35 (Langley) School District #35 (Langley) School District #35 (Langley) School District #35 (Langley) School District #35 (Langley) School District #35 (Langley) School District #35 (Langley) School District #43 (Coquitlam) School District #48 (Sea to Sky) School District #41 (Burnaby) School District #38 (Richmond) School District #48 (Sea to Sky) School District #36 (Surrey) School District #35 (Langley) School District #35 (Langley)

Yana Gallagher Marcia Garries Bryan Gidinski Wendy Hibberd Dave Hunt Randall Hunter Susan Johnston Ellen Leroux Kevin Levenstein Matt Parker Laurelei Primeau Marjorie Reimer Shannon Sharp Janice Willcox Kirby Young

School District #43 (Coquitlam) School District #44 (North Vancouver) School District #41 (Burnaby) School District #48 (Sea to Sky) School District #48 (Sea to Sky) School District #37 (Delta) School District #44 (North Vancouver) School District #41 (Burnaby) School District #38 (Richmond) School District #48 (Sea to Sky) School District #43 (Coquitlam) School District #48 (Sea to Sky) School District #44 (North Vancouver) School District #37 (Delta) School District #48 (Sea to Sky)

About the Draft Coast Metro Regional Standards for Performance Tasks in Science, Grades 1-6Relationship to BC Performance StandardsThe Draft Coast Metro Regional Standards for Performance Tasks in Science should not be confused with the BC Performance Standards in Reading, Writing, Numeracy, and Social Responsibility. Although all have been developed for voluntary use in BC schools and all are intended as resources to support ongoing instruction and assessment, there are also important differences. The BC Performance Standards reflect the participation and collective judgments of thousands of educators and thousands of students, and were subjected to a rigorous validation process. The Draft Coast Metro Regional Standards for Performance Tasks in Science, on the other hand, reflect the participation of four to six teachers per grade in one or two Lower Mainland and Sunshine Coast school districts and a few hundred students at each grade level from the same region. The Draft Coast Metro Regional Standards for Performance Tasks in Science have also not been subjected to a validation study. Like regional adaptations of the BC Performance Standards, they should not be viewed as provincial standards that capture the collective professional judgment of the educators of BC. With those cautions, the Coast Metro Consortium offers these regional standards to teachers across the province for piloting, review, and response.

Levels of Student PerformanceThe Coast Metro Regional Standards for Performance Tasks in Science describe levels of achievement in key areas of learning. The performance standards answer the questions: How good is good enough? What does it look like when a students work has met the expectations at this grade level? The Coast Metro Regional Standards for Performance Tasks in Science were not designed to reflect outcome-by-outcome matching of curriculum. However, they were developed in relation to the prescribed curriculum that sets out grade level expectations in the form of prescribed learning outcomes. The Coast Metro Regional Standards for Performance Tasks in Science use the same four levels of student performance as the BC Performance Standards for Reading, Writing, Numeracy, and Social Responsibility. NOT YET WITHIN EXPECTATIONS the work does not meet grade-level expectations there is little evidence of progress toward the relevant prescribed learning outcomes the situation needs intervention MEETS EXPECTATIONS (MINIMAL LEVEL) the work may be inconsistent, but meets grade-level expectations at a minimal level there is evidence of progress toward relevant prescribed learning outcomes the student needs support in some areas FULLY MEETS EXPECTATIONS the work meets grade-level expectations there is evidence that relevant prescribed learning outcomes have been accomplished EXCEEDS EXPECTATIONS the work exceeds grade-level expectations in significant ways the student may benefit from extra challenges

Using the Regional StandardsTeachers use a variety of methods to gather the information they need to assess, evaluate, and report on student learning. Possible methods include observations, student work portfolios, conferences, self- and peer assessment, classroom tests, and performance tasks. The Draft Coast Metro Regional Standards for Performance Tasks in Science give teachers one way to assess students abilities to apply their learning in realistic performance tasks. Used with other methods, they can be an important part of a comprehensive assessment and evaluation system. Guidelines The standards: should be used as part of regular classroom learning activities, within the context of ongoing classroom instruction. provide resources for assessing and evaluating the quality of a specific piece or a collection of student work from various subject areas. They can help to develop a profile of student achievement, typically based on three to seven pieces of work. assume that in most cases teachers are observing students as they work. Often, some evidence needed to make decisions comes from observations and conversations with students. allow for teachers to intervene where students are unable to complete a task independently. The level of assistance required is often one of the criteria for determining whether or not a students work falls within gradelevel expectations. may be adapted as needed. For example, this might include creating class-developed rating scales in age-appropriate language, developing IEPs or other tailored evaluation, or adjusting expectations for different times of the year. The Draft Coast Metro Regional Standards for Performance Tasks in Science are intended to support instructional decision-making. Teachers may want to consider the following questions as they plan instruction: How do these standards match my/our expectations for students at this level? What kinds of instructional strategies and learning opportunities will help most students develop the skills they need to meet these expectations? What additional support and interventions will be needed to help all students meet these expectations? If there are some students for whom these expectations are not appropriate, what expectations should they meet? What evidence do I/we need to collect to find out if students are making progress towards the expectations?

Adaptations Some students may require adaptations in order to meet the prescribed learning outcomes in the science curriculum for their grade. None of these adaptations should affect how the students work is assessed using the rating scales because they are working on the same grade level science learning outcomes as other students. Some adaptations, such as having someone read material aloud to the student, or scribe for the student, would be modifications in the Language Arts curriculum if the learning outcomes being addressed were about reading and writing respectively, but these are always adaptations, not modifications, in the Science curriculum. With the use of adaptations, ESL students will likely be able to work on grade level science learning outcomes before they can work on grade level Language Arts learning outcomes. Very few students, likely students with special needs in low incidence categories, may require modifications to their science program. The work of these students should not be assessed using the grade level rating scales. It should be assessed in relation to the goals set out in the individual students Individual Educational Plan (IEP). It is possible that an aspect of a rating scale from a previous grade might be used or modified to assist with this assessment. Purposes How the Draft Coast Metro Regional Standards for Performance Tasks in Science are used depends on the purpose for which they will be used. The first priority is to improve learning. The chart on the next page provides some examples of purposes and uses.

Assessment for LearningFormative assessment is ongoing in the classroom teacher assessment, student self-assessment, and/or student peer assessment criterion-referenced criteria based on provincial curriculum, reflecting performance in relation to a specific learning task involves both teacher and student in a process of continual reflection and review teachers adjust their plans and engage in corrective teaching in response to what they find out Purpose: Use the Draft Regional Standards to focus and monitor learning, provide feedback and, adjust instruction. Example uses/adaptations: Design learning activities and assessment tasks to provide evidence of the aspects of learning and the criteria described in the regional standards. Develop a profile of a class or group of students to support instructional decision-making. Focus instruction around selected criteria or aspects from the regional standards, based on ongoing assessments. Use criteria from the regional standards to build shared understanding; make learning intentions explicit. Use criteria from the regional standards to give students feedback on specific aspects of their learning, and on specific learning tasks.

Assessment as LearningFormative assessment is ongoing in the classroom self-assessment provides students with information on their own achievement and prompts them to consider how they can continue to improve their learning student-determined criteria based on previous learning and personal learning goals students use assessment information to make adaptations to their learning process and to develop new understandings Purpose: Use the Draft Regional Standards to engage students in discussing, reflecting on, assessing and shaping their own learning. Example uses/adaptations: Work with students to develop kid-friendly versions of the regional standards that are relevant to learning intentions Provide copies of the regional standards for student reference and selfassessment. Work with students to develop class criteria, based on the regional standards, for specific purposes. Use the regional standards to guide conference and group discussions about learning intentions and evidence of learning. Use criteria from the regional standards to develop/ use various selfassessment prompts and formats. Have students use selected criteria from the regional standards to guide peer feedback.

Assessment of LearningSummative assessment occurs at end of year or at key stages teacher assessment in BC this is criterionreferenced, based on provincial curriculum information on student performance can be shared with parents/guardians, school and district staff used to make judgments about students performance in relation to regional standards

Purpose: Use the Draft Regional Standards to monitor and report on student learning. Example uses/adaptations: Document individual student progress in key areas of learning. Use the regional standards to identify students will benefit from intervention. Adapt the regional standards to guide reporting discussions with parents. Note: The draft and regional nature of the Coast Metro Regional Standards for Performance Tasks in Science, as well as the lack of a validation study, limit their use for district-wide assessments and plans to improve achievement.

Aspects of ScienceThe Draft Coast Metro Regional Standards for Performance Tasks in Science describe student achievement in the three broad disciplines of science addressed by the provincial curriculum: Life Science Physical Science Earth and Space Science. The draft regional standards are intended to help teachers assess the extent to which students are able to apply the skills and processes, attitudes and dispositions, and knowledge and understanding of science in purposeful, ageappropriate science tasks related to the provincial curriculum and to make connections among science, technology, society, and the environment. The draft regional standards focus on four aspects of science that are consistent with the goals of the provincial curriculum: Skills and Processes The provincial curriculum defines skills and processes for each grade in prescribed learning outcomes. The skills and processes addressed by the end of grade 6 are: observing communicating classifying interpreting observations making inferences questioning measuring and reporting interpreting data predicting designing experiments fair testing controlling variables scientific problem solving Students are expected to use the skills and processes taught in previous grades with increasing independence and to gradually build their capacity to choose appropriate skills and processes for specific tasks. Skills and processes that the provincial curriculum prescribes for each grade are indicated in bold on the rating scales. Skills and processes from previous grades are listed as well. Evidence for Skills and Processes in hands-on performance tasks comes largely from teacher observations and conferencing with students, although some may come from the assessment of written work.

Attitudes and Dispositions has a positive attitude towards science demonstrates the habits of mind of science recognizes and uses science Students will have varying attitudes and dispositions depending on their previous experiences and personal qualities but the development of these can be fostered in classroom science activities. Information on the attributes and dispositions associated with excellence in science can be found in Appendix 2. Personal attributes and dispositions may be observed as attitudes towards science and scientific inquiry. Some of the attributes and dispositions that make good scientists may be construed as undesirable attitudes in school; e.g., questioning, skepticism, tendency to consider multiple alternatives. An assessment of science attitudes and dispositions is quite different from the assessment of attitudes and behaviours at school required for report cards. Evidence for Attitudes and Dispositions in hands-on performance tasks comes largely from teacher observations and conferencing with students. Making Connections connections to personal experience and prior knowledge connections among science, technology, society, and the environment Teachers understand the importance of accessing and assessing prior knowledge as a starting point for teaching and learning. Encouraging students to make connections among science, technology, society, and the environment helps them see the relevance of science in their lives and become informed citizens. Evidence for Making Connections in performance tasks comes from teacher questioning, listening, conferencing, written work, and oral presentations. Generic prompts that teachers can adapt to the age and grade-level of their students and particular content are included in Appendix 3. Knowledge and Understanding of Science Concepts The provincial curriculum sets out the expectations for knowledge and understanding of science concepts in prescribed learning outcomes for Life Science, Physical Science, and Earth and Space Science. The Draft Coast Metro Regional Standards for Performance Tasks in Science include three rating scales at each grade level Life Science, Physical Science, and Earth and Space Science. These rating scales are identical within each

grade for the first three aspects Skills and Processes, Attitudes and Dispositions, and Making Connections, and differ only for the fourth aspect Knowledge and Understanding of Science Concepts.

Key ComponentsRating scale. This scale describes the four levels of performance for each of the four aspects of science.

Chart. This chart has the description of the four Aspects from the rating scale in the first column and the description of Fully Meets Expectations in the second column. The third column, which is blank, can be used by teachers when they are planning tasks or as a template for making observations as students work.

Sample task. This is a performance task developed by practising teachers to provide opportunities to assess student work in science. Teachers may use the tasks as given or as models. Each sample task identifies the context, the prescribed learning outcomes, both skills and processes and content outcomes, that are addressed, and the process that was used in the class.

Student Samples

1 2 3 4

Level of work. Teachers observations. These are additional comments by the teacher and key relevant criteria from the Rating Scale. Rating scale icon. This is a generalized summary of the scale completed by the teacher. Student work. This shows a reproduction of the students work. (Names of students and teachers have been deleted.)

Science in KindergartenPerformance Assessment of Science in Kindergarten Life Science: Characteristics of Living Things Sample Task: Local Finds Chart Physical Science: Properties of Objects and Materials Sample Task: Mystery Boxes Chart Earth and Space Science: Surroundings Sample Task: Winter Walk Chart

Performance Assessment of Science in KindergartenKindergarten students bring varying background knowledge and experiences to the classroom. As is the case with the BC Performance Standards, to honour our youngest students, performance standards for science have not been developed for Kindergarten. Kindergarten students need regular and ongoing science experiences in the classroom, learning what it means to be a scientist. For the most part, these experiences in kindergarten are collaborative in nature, with students often working in small groups, providing opportunities for formative assessment that informs the teachers instructional planning. By the end of the school year, kindergarten students may be evaluated in relation to the skills and processes of science, after having a years worth of experiences. Content knowledge is best assessed during the time of focused concentration on the particular content, for example, during a study of local plants. When planning classroom experiences, opportunities should be provided for students to apply the skills and processes of science that they have been practicing. The following sections provide examples of performance tasks in Science for Kindergarten classrooms.

Life SciencePrescribed Learning Outcomes The following prescribed learning outcomes for Kindergarten Life Science are from the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will: use the five senses to make observations share with others information obtained by observing Life Science: Characteristics of Living Things It is expected that students will: describe features of local plants and animals (e.g., colour, shape, size, texture) compare local plants compare common animals

Sample Task: Local FindsGo for a walk outside and have students observe or collect local finds such as a birds feather, a pinecone or a fallen leaf. Have students work in small groups (3 or 4) to observe on of the objects. Encourage students to use all their senses, except the sense of taste. Have them take turns sharing a characteristic of the object. Use the say something strategy so that even repeating someone elses observation is okay. Students can also observe plants or animals in their natural environment and bring clipboards or science notebooks to draw a local plant or animal. Remind students to wash their hands with soap and water upon return to the classroom.

Chart for Planning or Observations: Kindergarten Life ScienceAspect Skills and Processes observing communicating (sharing) Fully Meets Expectations can observe for colour, form, texture, smell, and other features and details with some prompting, is able to orally describe observations is able to identify the different senses and associated body parts that can be used to make observations with some prompting, is able to orally share observations with a classmate, teacher or group of students using learned vocabulary is able to record observations in a way that can assist the oral sharing of observations with others (drawing, labeling a diagram) show an interest in science activities demonstrates curiosity and a sense of wonder sees science in many places

Attitudes and Dispositions has a positive attitude towards science demonstrates the habits of mind of science recognizes and uses science Making Connections connections to personal experience and prior knowledge

if prompted, can provide personal examples of similar events if prompted, is able to make some connections to the world or to other science experiences

Knowledge and Understanding of Science Concepts

is able to orally describe and compare features of local plants and animals after experiences involving making observations

Physical SciencePrescribed Learning Outcomes The following prescribed learning outcomes for Kindergarten Life Science are from the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will: use the five senses to make observations share with others information obtained by observing Physical Science: Properties of Objects and Materials It is expected that students will: describe properties of materials, including colour, shape, texture, size, and weight identify materials that make up familiar objects describe ways to rethink, refuse, reduce, reuse, and recycle

Sample Task: Mystery BoxesUsing closed boxes or feely socks, place a mystery object inside. Have each student only use their sense of touch to reach in and feel the object. This works best in a small group, possibly during centre time. After each student has felt the object, go around the circle and have each student orally describe the properties of the object (size, texture, materials used, weight, shape) before having the students guess what the mystery object is.

Chart for Planning or Observations: Kindergarten Physical ScienceAspect Skills and Processes observing communicating (sharing) Fully Meets Expectations can observe for colour, form, texture, smell, and other features and details with some prompting, is able to orally describe observations is able to identify the different senses and associated body parts that can be used to make observations with some prompting, is able to orally share observations with a classmate, teacher or group of students using learned vocabulary is able to record observations in a way that can assist the oral sharing of observations with others (drawing, labeling a diagram) show an interest in science activities demonstrates curiosity and a sense of wonder sees science in many places




is able to identify and sort materials based on their properties (colour, size, texture)

Earth and Space SciencePrescribed Learning Outcomes The following prescribed learning outcomes for Kindergarten Life Science are from the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will: use the five senses to make observations share with others information obtained by observing Earth and Space Science: Surroundings It is expected that students will: demonstrate the ability to observe their surroundings describe features of their immediate environment

Sample Task: Winter WalkStudents go outside for a winter walk and observe signs of winter using their senses. Have students consider how the environment, weather and local plants and animals may have changed since the fall. Back in the classroom, the students each draw a picture of something they observed outside and tell a partner about it.

Chart for Planning or Observations: Kindergarten Earth and Space ScienceAspect Skills and Processes observing communicating (sharing) Fully Meets Expectations can observe for colour, form, texture, smell, and other features and details with some prompting, is able to orally describe observations is able to identify the different senses and associated body parts that can be used to make observations with some prompting, is able to orally share observations with a classmate, teacher or group of students using learned vocabulary is able to record observations in a way that can assist the oral sharing of observations with others (drawing, labeling a diagram) show an interest in science activities demonstrates curiosity and a sense of wonder sees science in many places




is able to orally describe or use drawings to share observations of features and changes in the local environment

Science in Grade 1Life Science: Needs of Living Things Rating Scale Chart Sample Task: Design a Habitat for a Slug Physical Science: Force and Motion Rating Scale Chart Sample Task: Classify Magnetic Effects Earth and Space Science: Daily and Seasonal Changes Rating Scale Chart Sample Task: Identify Aboriginal Seasonal Activities

Life SciencePrescribed Learning Outcomes The BC performance standards for Grade 1 Life Science reflect the following prescribed learning outcomes from Grade 1 of the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will: communicate their observations, experiences, and thinking in a variety of ways (e.g., verbally, pictorially, graphically) classify objects, events, and organisms Life Science: Needs of Living Things It is expected that students will: classify living and non-living things describe the basic needs of local plants and animals (e.g., food, water, light) describe how the basic needs of plants and animals are met in their environment

DRAFT Rating Scale: Grade 1 Life ScienceAspect Skills and Processes observing communicating (sharing) communicating (recording) classifying Not Yet Within Expectations needs support to use appropriate skills and processes needs support to orally describe observations, experience, or thinking; may not use science vocabulary needs support to record or organize recording of observations with pictures or words needs support to compare objects, events, or organisms, often needing language provided may be able to replicate the classification of a set of objects, events, or organisms that has been modeled Meets Expectations (Minimal Level) is able to use some appropriate skills and processes uses limited science vocabulary or details in orally describing observations, experiences or thinking drawings or recordings may be limited, with few details; may include unrelated objects (i.e., hearts, human, or cartoon features) focuses on what features are the same when comparing objects, events, or organisms often is able to classify a set of objects, events, or organisms when provided with descriptive labels and criteria attempts to create and label own categories but needs support to explain classification criteria; categories are often unrelated shows some interest and engagement in science activities demonstrates curiosity and a sense of wonder about some things, perhaps those related to personal interests needs prompting to notice science

Attitudes and Dispositions has a positive attitude towards science demonstrates the habits of mind of science recognizes and uses science Making Connections connections to personal experience and prior knowledge connections among science, technology, society, and the environment Knowledge and Understanding of Science

often has limited interest in science activities, needs encouragement to engage in activities may not be curious or express sense of wonder may have limited awareness of science, may not see science in a situation even when it is pointed out

may not be able to make a personal connection to the materials, events or task, even with support may have difficulty understanding connections that are demonstrated or explained

if prompted, is able to make some connections to personal experiences usually understands connections that are demonstrated or explained but may not be able to generate additional examples

may be able to identify some things as living or non-living, some errors if prompted, may be able to identify

is able to identify most things as living or non-living, confused about dead

Concepts

some needs of living things may be able to explain or show how some structure of a plant helps meet its needs if prompted, may rely on previous examples to show how an animals needs are met in its environment

is able to identify some needs of living things, e.g., food, water, air, light is able to explain or show how some plant structures help plants meet their needs is able to explain or show how some of an animals needs are met in its environment

Fully Meets Expectations uses appropriate skills and processes is able to orally describe observations, experiences, or thinking is able to record and organize observations using realistic pictures, charts, words and symbols, includes some details identifies similarities and differences when comparing objects, events, or organisms is able to classify a set when provided with descriptive labels and criteria is usually able to create and label own categories and classify a set in more than one way

Exceeds Expectations uses appropriate skills and processes effectively in a variety of situations is able to independently record observations and communicate thinking clearly makes drawings, charts, or representations that are realistic and detailed; may be coded or labeled to enhance communication or show movement is able to accurately compare objects, events, or organisms and make interpretations when classifying a set, is able to create and label own categories, and to classify a set in more than one way, often using unique attributes

shows an interest in science activities demonstrates curiosity and a sense of wonder sees science in many places

seeks opportunities to do science activities wonders, ponders observations, and questions sees science in many places and wants to share observations and questions with others

if prompted, can provide personal examples of similar events if prompted, is able to make some connections to the world or to other science experiences if prompted, is able to describe other ways to use the materials or results from the task

provides personal examples of similar or related events makes connections to the world or other science tasks without prompting suggests ways to apply what has been learned to other situations or tasks

is able to accurately identify a variety of things as living or nonliving is able to identify the needs of living things, e.g., food, water, air, light is able to explain or show how the structure of a plant helps meet its

is able to explain or why a variety of things are living or non-living is able to identify and prioritize the specific needs of living things is able to show how the structures of different plants help them meet their needs in different

needs is able to explain or show how a given animals needs are met in its environment

environments is able to explain or show how the needs of different animals are met in different environments

Chart for Planning or Observation: Grade 1 Life ScienceAspect Skills and Processes observing communicating (sharing) communicating (recording) classifying Fully Meets Expectations uses appropriate skills and processes is able to orally describe observations, experiences, or thinking is able to record and organize observations using realistic pictures, charts, words and symbols, includes some details identifies similarities and differences when comparing objects, events, or organisms is able to classify a set when provided with descriptive labels and criteria is usually able to create and label own categories and classify a set in more than one way shows an interest in science activities demonstrates curiosity and a sense of wonder sees science in many places

Attitudes and Dispositions has a positive attitude towards science demonstrates the habits of mind of science recognizes and uses science Making Connections connections to personal experience and prior knowledge connections among science, technology, society, and the environment Knowledge and Understanding of Science Concepts


is able to accurately identify a variety of things as living or nonliving is able to identify the needs of living things, e.g., food, water, air, light is able to explain or show how the

structure of a plant helps meet its needs is able to explain or show how a given animals needs are met in its environment

Sample Task: Design a Habitat for a SlugContext As part of a mini-science unit on the needs of living things, the class engaged in brainstorming the needs of living things and classified living and non-living things on a walk outside. Students were read an informational text about slugs and snails to provide some background knowledge. Note: Any small animals could be used for this task worms, sowbugs, snails, ladybugs, butterflies, etc. Learning Outcomes Processes and Skills of Science It is expected that students will: communicate their observations, experiences, and thinking in a variety of ways (e.g., verbally, pictorially, graphically) Life Science: Needs of Living Things It is expected that students will: describe the basic needs of local plants and animals (e.g., food, water, light) describe how the basic needs of plants and animals are met in their environment Process The students were asked to design a habitat to meets the needs of a slug, if the class was going to keep a slug in their classroom for a few days. The students were asked to draw, label and explain their thinking and choices. The teachers interviewed each student for further explanation and connection making.

NOT YET WITHIN EXPECTATIONSNY Skills and Processes Attitudes and Dispositions Making Connections Knowledge & Understanding of Science Concepts MM FM EE

Teachers Observations This student created a make-believe house (like a dollhouse) instead of a slug habitat, not considering the needs of the animal. The student seemed to not understand the task being asked her and had no engagement with the science aspect of the task, but instead focused on decorating the house she designed. uses limited science vocabulary or details when she was discussing her slug house needs support to record and organize her thoughts and drawings shows some interest in the task when prompted, is able to make a personal connections to what a house was in relation to an animal habitat when prompted, is unable to identify the needs of a slug

MEETS EXPECTATIONS (MINIMAL LEVEL)NY Skills and Processes Attitudes and Dispositions Making Connections Knowledge & Understanding of Science Concepts MM FM EE

Teachers Observations This student was interested in the task and is enthusiastic about science. He was able to identify some basic needs of a slug. Even with prompting, he could not make a personal connection to the animal or its needs. The student: uses limited science vocabulary or details in describing his thinking drawings are limited in detail seeks opportunities to do science activities; very enthusiastic unable to make a personal connection, even with prompting able to identify some needs of a slug able to explain or show how some of the slugs needs would be met in the habitat he designed

FULLY MEETS EXPECTATIONSNY Skills and Processes Attitudes and Dispositions Making Connections Knowledge & Understanding of Science Concepts MM FM EE

Teachers Observations This student approached the task confidently and was eager to explain his thinking. When interviewed, he was able to orally provide examples of how the slugs needs were met. For example, holes in the habitat for air and carrots for food. The student: able to record and organize his thoughts about the slug habitat with pictures and words orally describes his thinking about the slugs needs shows an interest in science activities demonstrates curiousity while designing his habitat able to provide a personal example (where he had seen a slug before) able to identify the needs of a slug able to show and describe how he slugs needs would be met in the habitat that he designed

EXCEEDS EXPECTATIONSNY Skills and Processes Attitudes and Dispositions Making Connections Knowledge & Understanding of Science Concepts MM FM EE

Teachers Observations The student was very interested in the task and enthusiastic about designing the habitat. She applied background knowledge to the task, considering what aspects of a habitat would be important for a slug. able to independently clearly record and organize her thoughts with pictures and words labeled diagram is realistic and detailed shows an interest in science activities able to make a personal connection to her own pet fishes needs identifies the needs of a slug, including specific examples

Physical SciencePrescribed Learning Outcomes The BC performance standards for Grade 1 Physical Science reflect the following prescribed learning outcomes from Grade 1 of the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will: communicate their observations, experiences, and thinking in a variety of ways (e.g., verbally, pictorially, graphically) classify objects, events, and organisms Physical Science: Force and Motion It is expected that students will: demonstrate how force can be applied to move an object compare the effect of friction on the movement of an object over a variety of surfaces demonstrate and describe the effects of magnets on different materials

DRAFT Rating Scale: Grade 1 Physical ScienceAspect Skills and Processes observing communicating (sharing) communicating (recording) classifying Not Yet Within Expectations needs support to use appropriate skills and processes needs support to orally describe observations, experience, or thinking; may not use science vocabulary needs support to record or organize recording of observations with pictures or words needs support to compare objects, events, or organisms, often needing language provided may be able to replicate the classification of a set of objects, events, or organisms that has been modeled Meets Expectations (Minimal Level) is able to use some appropriate skills and processes uses limited science vocabulary or details in orally describing observations, experiences or thinking drawings or recordings may be limited, with few details; may include unrelated objects (i.e., hearts, human, or cartoon features) focuses on what features are the same when comparing objects, events, or organisms often is able to classify a set of objects, events, or organisms when provided with descriptive labels and criteria attempts to create and label own categories but needs support to explain classification criteria; categories are often unrelated shows some interest and engagement in science activities demonstrates curiosity and a sense of wonder about some things, perhaps those related to personal interests needs prompting to notice science





shows awareness that a force is a push or a pull but applies this only to forces that involve visible actions

is able to show how some forces can be applied to change the motion of an object (push/pull)

Concepts

may not be able to identify invisible forces; may have difficulty generalizing about what materials are magnetic if prompted, is able increase or decrease speed of motion in a given situation in the ways modelled

may not be able to identify the invisible forces (magnetism, gravity, friction); may identify the magnet, rather than magnetism, as the force is able increase or decrease speed of motion in a given situation in the ways modelled







is able to show how forces can be applied to change the motion of an object (push/pull) is able to identify the invisible forces (magnetism, gravity, friction) acting on particular objects and events, may be some omissions

is able to show and explain in some detail how a variety of forces can change the motion of an object is able to identify all the invisible forces (friction, magnetism, gravity) acting on particular objects

is able to show some ways to increase or decrease speed of motion in a given situation; e.g., slope, texture

or events is able to show and explain multiple ways to increase or decrease speed of motion in a given situation

Chart for Planning or Observation: Grade 1 Physical ScienceAspect Skills and Processes observing communicating (sharing) communicating (recording) classifying Fully Meets Expectations uses appropriate skills and processes is able to orally describe observations, experiences, or thinking is able to record and organize observations using realistic pictures, charts, words and symbols, includes some details identifies similarities and differences when comparing objects, events, or organisms is able to classify a set when provided with descriptive labels and criteria is usually able to create and label own categories and classify a set in more than one way shows an interest in science activities demonstrates curiosity and a sense of wonder sees science in many places



is able to show how forces can be applied to change the motion of an object (push/pull) is able to identify the invisible forces (magnetism, gravity, friction)

acting on particular objects and events, may be some omissions is able to show some ways to increase or decrease speed of motion in a given situation; e.g., slope, texture

Sample Task: Classify Magnetic EffectsContext As part of a science study of force and motion, the class explored invisible forces, including magnetism. Students worked on a variety of investigations such as testing to see whether magnets worked through water and testing the strength of different magnets. Learning Outcomes Processes and Skills of Science It is expected that students will: communicate their observations, experiences, and thinking in a variety of ways (e.g., verbally, pictorially, graphically) classify objects, events, and organisms Physical Science: Force and Motion It is expected that students will: demonstrate and describe the effects of magnets on different materials Process The students were given a collection of classroom objects such as pencils, erasers, scissors, paperclips, elastic band and coins. The students worked in partners and were given a magnet. Students were asked to sort the objects into groups and then give a name to their groups. Note: The teacher used the term sort as this class had a high ESL population and did not seem confident with the term classify.


Teachers Observations This student needed many prompts in order for him to be able to describe one thing he learned and noticed about the task. The student did not understand the concept of putting items in groups and randomly tested each object with the magnet. needs support to orally describe thinking needs support to record and organize his thoughts and drawings unable to compare the objects or see how any were the same enjoys experimenting with the magnet unable to make a personal connections to when he might have used magnets, even with prompting unable to generalize that some materials are magnetic, if they stick to the magnet


Teachers Observations This student was interested in the task but did not ask further questions or extend the task for himself. He sorted the objects into two distinct categories but couldnt generalize how the objects in each category were similar. able to orally describe experiences with some support drawings are limited in detail able to sort objects and events into two distinct groups is aware of the force of magnetism but did not have the scientific vocabulary to describe it


Teachers Observations This student approached the task confidently but was shy to orally communicate her thinking. She used scientific vocabulary to record how she sorted the objects into two distinct groups. able to record and organize thoughts with pictures and words uses scientific vocabulary able to sort objects into two distinct categories makes connections to previous investigations with magnets able to identify the force of magnetism and how it acts on different objects notices that the materials that were magnetic have common characteristics (metallic)


Teachers Observations This student has had many rich science experiences at home and has a very developed vocabulary. He was very engaged in the task and was curious and inquisitive about his findings. able to record and organize thoughts with pictures and words uses scientific vocabulary as a way of communicating his thinking sorts the objects into three distinct categories, with one of the groups overlapping the characteristics in the two other groups makes connections to previous investigations with magnets and to magnetic toys he has at home able to identify the force of magnetism and how it acts on different objects notices that the materials that were magnetic have common characteristics (metallic)

Earth and Space SciencePrescribed Learning Outcomes The BC performance standards for Grade 1 Earth and Space Science reflect the following prescribed learning outcomes from Grade 1 of the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will: communicate their observations, experiences, and thinking in a variety of ways (e.g., verbally, pictorially, graphically) classify objects, events, and organisms demonstrate and describe the effects of magnets on different materials Earth and Space Science: Daily and Seasonal Changes It is expected that students will: describe changes that occur in daily and seasonal cycles and their effects on living things describe activities of Aboriginal peoples in BC in each seasonal cycle

DRAFT Rating Scale: Grade 1 Earth and SpaceAspect Skills and Processes observing communicating (sharing) communicating (recording) classifying Not Yet Within Expectations needs support to use appropriate skills and processes needs support to orally describe observations, experience, or thinking; may not use science vocabulary needs support to record or organize recording of observations with pictures or words needs support to compare objects, events, or organisms, often needing language provided may be able to replicate the classification of a set of objects, events, or organisms that has been modeled Meets Expectations (Minimal Level) is able to use some appropriate skills and processes uses limited science vocabulary or details in orally describing observations, experiences or thinking drawings or recordings may be limited, with few details; may include unrelated objects (i.e., hearts, human, or cartoon features) focuses on what features are the same when comparing objects, events, or organisms often is able to classify a set of objects, events, or organisms when provided with descriptive labels and criteria attempts to create and label own categories but needs support to explain classification criteria; categories are often unrelated shows some interest and engagement in science activities demonstrates curiosity and a sense of wonder about some things, perhaps those related to personal interests needs prompting to notice science





may have limited awareness of the effects of daily weather and seasonal changes on living things,

is able to give some examples of how daily weather and seasonal changes have an effect on living

Concepts

but may be able to give personal examples if prompted may have limited awareness of what seasonal Aboriginal activities are, but can identify own seasonal activities

things and their habits and activities if prompted, is able to give some basic examples of seasonal activities of Aboriginal peoples







is able to explain or show how daily weather and seasonal changes have an effect on living things and their habits and activities is able to explain or show some seasonal activities of Aboriginal peoples

is able to explain or show how unusual daily weather and seasonal patterns can have a significant effect on living things and their habits and activities is able to explain or show how a variety of Aboriginal activities differ

during the seasons and in the various seasonal patterns across B.C.

Chart for Planning or Observation: Grade 1 Earth and SpaceAspect Skills and Processes observing communicating (sharing) communicating (recording) classifying Fully Meets Expectations uses appropriate skills and processes is able to orally describe observations, experiences, or thinking is able to record and organize observations using realistic pictures, charts, words and symbols, includes some details identifies similarities and differences when comparing objects, events, or organisms is able to classify a set when provided with descriptive labels and criteria is usually able to create and label own categories and classify a set in more than one way shows an interest in science activities demonstrates curiosity and a sense of wonder sees science in many places



is able to explain or show how daily weather and seasonal changes have an effect on living things and their habits and activities is able to explain or show some

seasonal activities of Aboriginal peoples

Sample Task:

Identify Aboriginal Seasonal Activities

Context This task was a culmination of an ongoing study of seasonal changes and how the traditional Aboriginal way of life was often determined by the seasons. Students had made regular observations of the weather, movement of the wind, and how the trees changed over the seasons. The class discussed how the weather and seasons might affect jobs, activities, clothing, and ceremonies both for themselves and for traditional Aboriginal peoples. Guests to the classroom shared artifacts including Aboriginal blankets, baskets, and tools. The students also observed different foods and how they are preserved, such as dried fruit, and made connections to Aboriginal culture and food preservation. Learning Outcomes Processes and Skills of Science It is expected that students will: classify objects, events, and organisms Earth and Space Science: Daily and Seasonal Changes It is expected that students will: describe changes that occur in daily and seasonal cycles and their effects on living things describe activities of Aboriginal peoples in BC in each seasonal cycle Process The students were shown a chart divided into four quadrants, one for each season of the year. The students were asked to create their own chart, labeling each section with a seasons name. The students were asked to draw, label or write about different traditional Aboriginal activities that occur in each season, explaining the importance of each activity. After completion of the four season charts in their science notebooks, the students had an opportunity to share and discuss their work with each other. As an extension to this task, the teacher provided an opportunity to the students to refine their thinking and to represent their understanding of this content in another way. Connecting to the idea of a medicine wheel, the students created large circular posters divided into four parts. There were two layers with the top layer having drawings for each season, with each of the four parts lifting up to reveal word labels and writing underneath. These posters were proudly displayed on a bulletin board in the school. See an example of a student-created poster on the next page.


Teachers Observations The student was able to complete the task with adult support and prompting. An adult scribed his thinking while the student was able to create drawings for each season. The student was able to think of one object or event for each season. needs support to orally describe thinking needs support to record and organize his thoughts and drawings needs support to replicate the classification of events into seasonal categories did not express curiousity in the task made connections to science experiences leading up to this task had limited awareness of the effects of daily weather and seasonal changes on activities had limited awareness of what seasonal Aboriginal activities are


Teachers Observations This student needed some support to generate and record his ideas. The teacher felt the student had some confusion about some of the summer and fall activities, or just recorded his thoughts in a way that was not clear to the reader. The student referred to previous science experiences such as the preserved fruit observations and examining cooking baskets. able to orally describe events and experiences with some support drawings are limited in detail able to classify objects and events when provided with seasonal category labels and specific criteria able to make connections to other science tasks able to give some examples of seasonal activities of Aboriginal peoples


Teachers Observations This student had been very engaged in the science experiences leading up to this task. She confidently was able to record at least one event or object that related to each season, and also explained why that seasonal activity was important to Aboriginal peoples. able to record and organize thoughts with pictures and words able to classify events when provided with descriptive seasonal labels and criteria very interested and eager to share what the class has learned demonstrates a sense of wonder by asking thoughtful questions during discussions makes connections to past activities (ie the lady who brought the baskets and how they were used to store food) able to explain how weather and seasonal changes have an effect on living things and daily activities able to explain how seasonal changes affected the traditional activities of Aboriginal peoples


Teachers Observations This student was very interested in sharing her knowledge that she had acquired in experiences related to this task. The student asked many thoughtful questions and contributed to class discussions. She made connections to her previous knowledge about fishing in ponds and streams. able to independently record her thinking using words able to classify events when provided with descriptive seasonal labels and criteria has lots of thoughtful, wonder questions makes connections to other science tasks able to explain how weather and seasonal changes have an effect on living things and daily activities able to explain how seasonal changes affected the traditional activities of Aboriginal peoples

Science in Grade 2Life Science: Animal Growth and Changes Rating Scale Chart Sample Task: Identify the Similarities and Differences Between Bats and Birds Physical Science: Properties of Matter Rating Scale Chart Sample Task: Observe States of Matter of Water in Puddles Earth and Space Science: Air, Water, and Soil Rating Scale Chart Sample Task: Observe Soil Samples

Life SciencePrescribed Learning Outcomes The BC performance standards for Grade 2 Life Science reflect the following prescribed learning outcomes from Grade 2 of the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will: use their senses to interpret observations infer the probable outcome of an event or behaviour based on observations Life Science: Animal Growth and Changes It is expected that students will: classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles describe some changes that affect animals (e.g., hibernation, migration, decline in population) describe how animals are important in the lives of Aboriginal peoples in BC describe ways in which animals are important to other living things and the environment

DRAFT Rating Scale: Grade 2 Life ScienceAspect Skills and Processes observing communicating (sharing) communicating (recording) classifying interpreting observations making inferences Not Yet Within Expectations needs support to use appropriate skills and processes needs support to interpret observations; may not understand explanations given may guess or express wishes rather than making inferences from observations needs support to communicate observations, explanations, and inferences in pictures or words Meets Expectations (Minimal Level) uses some appropriate skills and processes with prompting, interprets some simple observations; explanations often simplistic or inaccurate with prompting, makes inferences about the probable outcomes of events and behaviours; may be only loosely connected to observations, often inaccurate communicates some observations, explanations, and inferences, these may be incomplete and lack scientific vocabulary unless prompted shows some interest and engagement in science tasks with prompting, ponders observations sometimes demonstrates curiosity or a sense of wonder needs prompting to see science


needs encouragement to complete task often has limited awareness or interest in science seldom demonstrates curiosity or sense of wonder may have a limited awareness of science, may not see science in situation even when it is pointed out may not be able to make a personal connection to the materials, events or task, even with support may have difficulty understanding connections that are demonstrated or explained

with support, can make simple connections to personal experience or prior knowledge usually understands connections that are demonstrated or explained but cannot generate additional examples

identifies simple similarities and differences among familiar animals, may focus on appearance or animals the student prefers with support, is able to identify some seasonal changes that would affect animals may identify some animals as important the them, but many be unable to explain why animals are

with prompting, identifies some similarities and differences in appearance, behaviour, or life cycles for familiar animals gives some examples of animal adaptations to seasonal changes, all examples may be on one adaptation; e.g., migration may make a general statement about the importance of animals to

important to Aboriginal peoples may identify an animals importance in personal terms, rather than in terms of its important to other living things and the environment

Aboriginal peoples, without examples may make a general statement about how a familiar animal is important to other living things and the environment without an example

Fully Meets Expectations uses appropriate skills and processes interprets observations; some explanations may be inaccurate makes logical inferences about the probable outcomes of events or behaviours based on observations communicates observations, explanations, and inferences using some appropriate scientific vocabulary

Exceeds Expectations uses appropriate skills and processes effectively in a variety of situations interprets observations accurately confidently infers the probable outcomes of events or behaviours based on observations communicates observations, explanations, and inferences effectively using appropriate scientific vocabulary

shows interest and enthusiasm for science activities demonstrates curiosity or a sense of wonder sees science in many places

looks forward to doing science activities and seeks additional opportunities often demonstrates sense of wonder, is curious, spontaneously asks questions and ponders observations tries to use science to make sense of their world independently makes connections to previous learning and experiences recognizes and explains connections to their personal lives, or the environment

makes some connections to previous learning and experiences can make some connections to other science knowledge, their personal lives, or the environment

is able to classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles; may be some inaccuracies is able to give a variety of examples of animal adaptations to seasonal changes (hibernation, migration, coat change); may include some common misconceptions is able to give some examples of ways in which animals are important to Aboriginal peoples

is able to classify many animals accurately according to similarities and differences in ways that extend beyond animals appearance, behaviour and lifecycles; e.g. environmental adaptations is able to explain examples of animal adaptations to seasonal changes with clarity and insight, e.g., benefits and risks in migration is able to explain why many

is able to explain some ways in which a familiar animal is important to other living things and the environment

animals are important to Aboriginal peoples may be able to explain the importance of an unpopular animal to other living things and the environment

Chart for Planning or Observation: Grade 2 Life ScienceAspect Skills and Processes observing communicating (sharing) communicating (recording) classifying interpreting observations making inferences Attitudes and Dispositions has a positive attitude towards science demonstrates the habits of mind of science recognizes and uses science Making Connections connections to personal experience and prior knowledge connections among science, technology, society, and the environment Knowledge and Understanding of Science Concepts Fully Meets Expectations uses appropriate skills and processes interprets observations; some explanations may be inaccurate makes logical inferences about the probable outcomes of events or behaviours based on observations communicates observations, explanations, and inferences using some appropriate scientific vocabulary shows interest and enthusiasm for science activities demonstrates curiosity or a sense of wonder sees science in many places

makes some connections to previous learning and experiences can make some connections to other science knowledge, their personal lives, or the environment

is able to classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles; may be some inaccuracies is able to give a variety of examples of animal adaptations to seasonal changes (hibernation, migration, coat change); may include some common misconceptions is able to give some examples of ways in which animals are

important to Aboriginal peoples is able to explain some ways in which a familiar animal is important to other living things and the environment

Sample Task:

Identify the Similarities and Differences Between Bats and Birds

Context The class had read the book Stellaluna in which a bat thinks she is a bird. Students already had background knowledge about bats being mammals and birds being oviparous animals. Learning Outcomes Life Science: Animal Growth and Changes It is expected that students will: classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles Process Students were asked to compare bats and birds through group discussions of what was similar and what was different. Students were then asked to work individually to do three things: draw a Venn diagram to summarize the similarities and differences between bats and birds - write about the similarities and differences - draw the lifecycles of a bat and a bird


Teachers Observations This student initially focussed on the task but very quickly lost interest. While he demonstrated interest in the story at the beginning, he had great difficulty maintaining focus. Offers of scribing and verbal communication did not enable this student to complete the task. does not use scientific vocabulary has difficulty focussing on and distinguishing characteristics (behaviours, appearance and life cycles) is unable to identify similarities and differences between bats and birds, even when prompted


Teachers Observations This student enjoyed the story but was extremely cautious about approaching and completing the task. She was very hesitant about sharing information even when prompted. Information drawn out through prompting was inaccurate. does not use scientific vocabulary is able to make some connections if prompted needs support to understand to concepts


Teachers Observations The student independently completed the task. She was enthusiastic, curious, asked questions, and demonstrated critical thinking by making personal connections. While completing the task, she related her observations and made inferences. She said she would like to see bats. willingly shares thinking and questions with others in the group makes a personal connection about seeing the school mascot (stellar jay) in her own back yard gives information that is not completely accurate makes detailed observations identifies similarities and differences related to different aspects of the animals lives


Teachers Observations This student was quiet but eager. She capably demonstrated her knowledge and, if she did not know something, she sought out more information. She asked questions without prompting and made connections to prior learning. completes the task independently is able to make inferences and connections without prompting uses scientific vocabulary demonstrates curiosity and asks questions accurately draws a diagram to demonstrate live birth in the bat life cycle

Physical SciencePrescribed Learning Outcomes The BC performance standards for Grade 2 Physical Science reflect the following prescribed learning outcomes from Grade 2 of the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will: use their senses to interpret observations infer the probable outcome of an event or behaviour based on observations Physical Science: Properties of Matter It is expected that students will: identify the properties of solids, liquids, and gases investigate changes to the properties of matter when it is heated or cooled investigate the interactions of liquids and solids

DRAFT Rating Scale: Grade 2 Physical ScienceAspect Skills and Processes observing communicating (sharing) communicating (recording) classifying interpreting observations making inferences Not Yet Within Expectations needs support to use appropriate skills and processes needs support to interpret observations; may not understand explanations given may guess or express wishes rather than making inferences from observations needs support to communicate observations, explanations, and inferences in pictures or words Meets Expectations (Minimal Level) uses some appropriate skills and processes with prompting, interprets some simple observations; explanations often simplistic or inaccurate with prompting, makes inferences about the probable outcomes of events and behaviours; may be only loosely connected to observations, often inaccurate communicates some observations, explanations, and inferences, these may be incomplete and lack scientific vocabulary unless prompted shows some interest and engagement in science tasks with prompting, ponders observations sometimes demonstrates curiosity or a sense of wonder needs prompting to see science


needs encouragement to complete task often has limited awareness or interest in science seldom demonstrates curiosity or sense of wonder may have a limited awareness of science, may not see science in situation even when it is pointed out may not be able to make a personal connection to the materials, events or task, even with support may have difficulty understanding connections that are demonstrated or explained

with support, can make simple connections to personal experience or prior knowledge usually understands connections that are demonstrated or explained but cannot generate additional examples

may be able to distinguish among of solids, liquids and gases, but may be confused about gases, and may not be able to identify any properties cannot identify the changes to the properties of matter when it is heated or cooled may be able to show materials sinking, floating, and dissolving

identifies solids, liquids, and gases fairly accurately, but may need prompting to identify any properties identifies when a phase change has occurred but may not be able to identify changes to properties, may be confused by phase changes involving gases is able to show materials sinking,

floating, and dissolving; may have difficulty making generalizations

Fully Meets Expectations uses appropriate skills and processes interprets observations; some explanations may be inaccurate makes logical inferences

Documents

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